The Relationship between English Proficiency Levels and EFL Students’ Cognitive Operations on Reading Comprehension

英語能力與閱讀理解中認知操作之關係

陳楓旻(Feng-Min Chen) ； 尚惠芳(Hui-Fang Shang)

《南台人文社會學報》 4期 (2010/11) Pp. 1-46

https://doi.org/10.29841/STUTJHSS.201011.0001

摘要

隨著全球化現象的發酵及資訊爆炸時代的來臨，對於具有影響力的國際語言—英語閱讀能力，已逐漸萌芽並茁壯成一項不可或缺的工具。擁有英語閱讀能力，不僅是為了與人溝通，更增添許多未來就業的機會。本研究的主旨在於探討學生的英語能力及其認知操作（擷取大意、找出細節、產生推論）之間的關係與差異性。本研究採用質化及量化的研究方法，其中包含了單因子變異數分析、相關分析及半結構式訪談，來檢測一百二十位義守大學應用英語學系學生的英語能力及其認知操作之間的關係。根據本研究結果顯示，在擷取大意及找出細節方面，英語能力高的學生相較於英語能力低的學生，有顯著性的差異。但是，在產生推論方面，英語能力高低則與學生的認知操作之間沒有顯著性的差異。至於學生的英語閱讀表現與其認知操作之間的關係，從研究結果中發現，在擷取大意及找出細節方面，對於閱讀能力較高的學生，其認知操作的應用有較好的表現。然而，對於產生推論方面，閱讀能力的高低則與學生的認知操作沒有顯著性相關。本研究結果將提供英語教育者瞭解不同英語程度學生，在其閱讀過程中所使用的各種認知操作，以達到提升學生英語閱讀理解力的目標。

關鍵字

認知操作 ； 擷取大意 ； 找出細節 ； 產生推論 ； 英語閱讀能力

並列摘要

With the fermentation of globalization and the arrival of the age of information explosion, English reading ability, being of influentially international language, has been burgeoned an indispensable instrument not only for communicating with people, but also for seeking out more opportunities of employment. The purpose of this study was to investigate the relationship between English proficiency levels and their cognitive reading operations in terms of identifying main ideas, locating details, and making inferences. Subjects in the present study were 120 students, majoring in English at I-Shou University. Both quantitative questionnaire survey and qualitative research methods were used in this study by employing a one-way analysis of variance (ANOVA), a correlation analysis, and a semi-structured interview technique to explore subjects’ perceptions toward their usage of cognitive operations. The research results reveal that high-level students scored significantly higher than low-level students in identifying main ideas and locating details; however, there was no significant difference between students’ proficiency levels and their cognitive operations. Regarding the relationship between students’ reading scores and their usage of cognitive operations, it shows that students with higher reading scores had better reading performance in their application of cognitive operations in terms of identifying main ideas and locating details. Based on the research results, it is expected that the research results can provide EFL reading teachers with pedagogical implications to fully understand students’ cognitive operations in their reading process, in order to promote students’ English reading comprehension.

並列關鍵字

Cognitive operations ； identifying main ideas ； locating details ； making inferences ； EFL reading proficiency